Toward a Developmental, Grounded Theory of Social Justice Leadership: A Qualitative Exploration

• In Event: 31.023 - Social Justice Leadership in the Trump Era

Abstract

Drawing from in-depth, interviews and formal developmental assessments with educational leaders from across the country, this paper presents a new, developmental model of social justice leadership. More specifically, it explores how leaders’ ways of knowing (i.e., developmental meaning-making systems/stages of development/sense making orientations) influence their leadership practice on behalf of social justice, and how each developmental stage comprises distinct strengths and limitations for enacting justice-oriented leadership in classrooms, schools, districts, and beyond. As such, it outlines a new, developmental progression—or mapping—of social justice leadership that holds implications for leaders—and those who support them—hoping to grow their own and others’ social justice practice. We highlight important implications for leadership preparation and in-service professional development.

Authors

• Eleanor E. Drago-Severson, Teachers College, Columbia University

• Jessica Blum-DeStefano, Bank Street College of Education